Form written questions with correct word order
When to use this goal
For students who write questions in statement order (Where you are going?) or leave out helping verbs, often students with language needs or students learning English. Present levels should show the student writes statements with correct order.
- Baseline
- Give two probes of ten items. Score a question correct when the word order and helping verb are correct and it matches the answer. Note patterns: missing do or does, wrong tense on the helping verb, or statement order.
- Tips
- Coordinate with the SLP or English language development teacher so the same patterns are taught across settings. Move from writing to using questions in real interviews or surveys.
- Limits
- Producing questions from answers is a structured task; spontaneous questions may still show errors. Dialects and home languages form questions differently; teach academic English forms without treating others as wrong. Spelling is not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-042.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given ten answers (such as Maria lives in Ohio) and a question word to start each question, the student will write a question for each answer that uses the question word, a helping verb in the right place, and a question mark independently with at least 80% accuracy on questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Sentence Construction.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Writing - Sentence Construction
- Baseline
- 30% accuracy.
- Annual goal402 characters
- By the annual IEP review date, given ten answers (such as Maria lives in Ohio) and a question word to start each question, the student will write a question for each answer that uses the question word, a helping verb in the right place, and a question mark independently with at least 80% accuracy on questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given ten answers (such as Maria lives in Ohio) and a question word to start each question
- Behavior
- The student will write a question for each answer that uses the question word, a helping verb in the right place, and a question mark independently
- Criteria
- With at least 80% accuracy on questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given ten answers (such as Maria lives in Ohio) and a question word to start each question, the student will write a question for each answer that uses the question word, a helping verb in the right place, and a question mark independently with at least 80% accuracy on questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.